Streamlining Observations, Feedback, Reflection, and Professional Development: Are You Ready to Be COACHED?

Kunemund, Rachel L.; Coleman, Olivia F.; Carlisle, Lindsay M.; McDonald, Sean M.; Nagro, Sarah A.; Kennedy, Michael J.

doi:10.33043/josep.2.1.70-79

Cited by 3 publications

(1 citation statement)

References 29 publications

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“…The feedback would also note total numbers of opportunities students had to respond, feedback statements, and a range of other data. For a more detailed explanation of the feedback process, please see Kunemund et al (2021Kunemund et al ( , 2022.…”

Section: Designmentioning

confidence: 99%

Enhancing science performance of middle‐school students with and without developmental and behavioral‐based disabilities using the Content Acquisition Podcast Professional Development approach

et al. 2022

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Understanding science allows students with and without developmental and behavioral‐based (DB) disabilities to better appreciate the world around them as well as prepare them for the growing science‐related job market. However, students in the United States consistently underperform on science achievement tests compared to students from other nations. This underperformance could be attributed, in part to science having many specialized vocabulary terms that are not often taught explicitly, leaving students with incomplete or inaccurate understandings of word meanings. Improving science vocabulary instructional practices may support students with and without DB disabilities in enhancing their science achievement. To address this need, researchers implemented multicomponent multimedia professional development (PD) to support middle‐school science teachers in delivering high‐quality vocabulary instruction in inclusive settings. In this paper, data collected from a study evaluating the efficacy of the PD were analyzed to determine the influence on student outcomes using ANOVA and multilevel modeling methodologies. Though initial results indicate a promising impact on teacher instructional practices, little is known whether teacher participation in the PD affected student science vocabulary and content knowledge growth. Using multilevel modeling, student science knowledge growth was evaluated following their teachers' exposure to the PD. The findings from this study indicate having indirect exposure to PD had a positive effect on science content knowledge for students with and without DB disabilities (N = 980). In addition, the authors found students with DB disabilities whose teachers had access to PD showed a larger gain in science knowledge than general education students whose teachers did not have access to the PD.

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Section: Designmentioning

confidence: 99%

Enhancing science performance of middle‐school students with and without developmental and behavioral‐based disabilities using the Content Acquisition Podcast Professional Development approach

et al. 2022

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From the Editor

Markelz

2022

JOSEP

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Strategies for Attracting, Preparing, and Retaining Special Education Teachers through Alternative Route Programs

Day,

Monnin,

Shaheen

et al. 2023

JOSEP

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To address the national teacher shortage, the federal government has permitted alternative route preparation programs in an attempt to increase the supply of licensed teachers. Alternative route (AR) programs vary by state, but generally aim to train teacher candidates who do not have a traditional education preparation background to fulfill high-need teaching areas, such as special education. As a result, many AR special education programs are housed within various institutions of higher education across the United States. However, teacher educators often bear the responsibility to develop and sustain ARs within their institution of higher education with little guidance. The purpose of this manuscript is to provide a pillar framework for teacher educators in attracting, preparing, and retaining high quality AR special education teachers. Research-based strategies specific to AR infrastructure and teacher preparation policy implications are discussed.

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Streamlining Observations, Feedback, Reflection, and Professional Development: Are You Ready to Be COACHED?

Cited by 3 publications

References 29 publications

Enhancing science performance of middle‐school students with and without developmental and behavioral‐based disabilities using the Content Acquisition Podcast Professional Development approach

Enhancing science performance of middle‐school students with and without developmental and behavioral‐based disabilities using the Content Acquisition Podcast Professional Development approach

From the Editor

Strategies for Attracting, Preparing, and Retaining Special Education Teachers through Alternative Route Programs

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